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Please use this identifier to cite or link to this item: http://hdl.handle.net/11375/30234
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DC FieldValueLanguage
dc.contributor.authorOliveira, Ana-
dc.contributor.authorBrewer-Deluce, Danielle-
dc.contributor.authorAkhtar-Danesh, Noori-
dc.contributor.authorWojkowski, Sarah-
dc.date.accessioned2024-09-25T19:40:58Z-
dc.date.available2024-09-25T19:40:58Z-
dc.date.issued2023-08-18-
dc.identifier10.1186/s12909-023-04566-w-
dc.identifier.issn10.1186/s12909-023-04566-w-
dc.identifier.issn10.1186/s12909-023-04566-w-
dc.identifier.issn10.1186/s12909-023-04566-w-
dc.identifier.urihttp://hdl.handle.net/11375/30234-
dc.description.abstractInterprofessional education (IPE) prepares healthcare students for collaboration in clinical practice, but the effectiveness of this teaching method depends on students' readiness for and perceptions of IPE. Evaluating students' readiness for and perceptions of IPE is challenging, due to the lack of comprehensive measures. This study characterized the level of IPE readiness and perspectives across first-year undergraduate and graduate health science students using the readiness for interprofessional learning Likert Scale (RIPLS) and Q-methodologies.en_US
dc.language.isoenen_US
dc.subjectIPEen_US
dc.subjectRIPLSen_US
dc.subjectQ-methodologyen_US
dc.subjectInterprofessional educationen_US
dc.subjectreadiness for interprofessional learning scaleen_US
dc.subjectprogram evaluationen_US
dc.titleReadiness for interprofessional learning among health science students: a cross-sectional Q-methodology and likert-based studyen_US
dc.typeArticleen_US
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